Education System in Finland Compared to England - Literature review Example

Education System In Finland Compared To England By: Name: Affiliate Institution: Date: Education System In Finland Compared To England Introduction Education has undergone a transformation over the last two decades all over the world. However, some countries have had many changes that strengthen its education system. I chose Finland because its schools have been successful, which has made other countries go back to drawing board. This was after its great transformation forty years ago. In this case, its education system has come to the top as compared to other global counterparts (Fullan, 2009). This essay will also examine this education system with that of England to understand the extent in which both are faring. England education system took a new turn during the industrial revolution of 1750 to 1820. Schools had to be built to provide skills to human resource. Focusing on an aspect of Education Policy of Finland while giving in-depth comparisons with that of England. It bases this on the aspect of state and private schools (Johnson & Swain, 1997). It also focuses on how such schools are funded and free education in government schools. Finland’s transformative education system can be accredited to many educationists who experimented with many ways to introduce a working education system, which is compatible to many scholars. One of them was called Kari Louhivuori experimented on giving his students remedial classes while giving them many books to practice how to read to adopt the country’s vowel-rich language, as from forty years ago (Webb et al., 2004). This was majorly practiced on many types of refugees in the country including the Kosovo refugees. This would then be a move to be watched by the whole world when terms of education system were concerned. Finnish education system, in a nutshell, is comprised of nine-year-long primary kind of knowledge that is unavoidable for all children who have reached school-going age (Coleman, 2006). It is, therefore, meant for all those of same age group. This is then followed by a year-long voluntary pre-primary education. However, this gives freedom for its citizens to choose whether they would take part in this period of learning or proceed to other platforms. It is then preceded by upper secondary education that comprises of vocational education with formal training and general education. It then ends with higher education that consists of polytechnics and universities. In England, students stay in school until the age of 16 where they would decide to go to colleges or other careers. This brings up a similarity in the two education systems (Webb et al., 1998). Finnish education system has got a distinguishing characteristic as compared to other counterparts because of its state school oriented nature. Therefore, the absence of dead-ends in its education in that one can always advance his or her education beyond any education level. However, they can make whatever choices in between freely without coercion whatsoever (Webb et al., 1998). As compared to England, the tendency of progression from one education level to another is taken care of by legislation put in place by the government. In both Finland and England, higher education is taken care of by Universities, colleges, and polytechnics. In Universities, scientific research is emphasized in both countries. There is the adoption of more practical approaches from the word go. However, there is a need to have a look at state and private schools in Finland while comparing with the situation as it is in England’s education system in the same context (Webb et al., 2004). When it comes to state and private schools, Finnish education system is highly inclined to state schools rather than private schools. In this case, public schools are held as a responsibility of the government. Its management and other financing ventures are the responsibility of incumbent government (Simola, 2005). However, state schools offer cheaper and subsidized education as compared to private schools. In some cases, they are free to all pupils and students in all categories, majorly in the earlier stages of childhood education. Nevertheless, adults are given a different education whereby upon completion they will be certified differently. The quality of education offered by the two categories does not have a significant difference per se (Coleman, 2006). In most parts of United Kingdom, independent schools provide a high quality of education bringing forth many students to fruitful and prestigious Universities. Such independent schools are also called private schools in both countries. Most of these schools offer scholarships to less privileged students to enhance equity in education across the domain. Private schools compete for fame and producing the best brains ever (Smith, 1999). They are also known to be the most prestigious schools that one would attend in the world. These schools instill the necessary skills for a student to venture into the job market while giving their best. According to The Guardian, 7.2% of all the children in England attend private schools. This is a significant percentage compared to Finland where the majority of schools are state-owned, but the ones taken to be privatized, are taken up by the state regarding funding (Florida, 2005). A unique type of public schools called Faith schools exist in Finland and England as their education systems take into consideration the religious diversity that has taken shape in the current world. In Finland, there are various religious institutions, which are run privately. However, their funding is totally by the state. This beats the argument that they are very private learning institutions. There are also Steiner schools that are in the same category to the religious schools (Fullan, 2009). In England, the faith schools have the same perception. In this case, they are state schools although they are inclined to a particular religion, for example, Islam or Christianity. However, faith schools should follow the national curriculum. This is held constant unless it is religious studies because they are allowed to teach their particular religion (Grek et al., 2009). Anyone is permitted to apply for a place in Faith Schools, as they are State Schools, although there is some difference in criteria for admissions. Faith schools make up a third of schools in England. As compared to Finland, there are fewer faith schools. However, many parents’ choices of escaping religious education for their children are limited. British educationists and scholars are against this type of school arguing that they are detrimental to freedom of worship or religion (Coleman, 2006). Private schools are majorly cropping up in England as compared to Finland because of its valuation of royalty. It is evident that the Royal family is a distinguishing characteristic of England as a whole. Many stakeholders would like to take up important kind of education system hence the need for Independent schools. On the other hand, Finland is just inclined to the quality of education hence making it the sole responsibility of the state to fund it (Fullan, 2009). The state sets out what should be taught but not how it should be taught. This brings about flexibility in the education system in Finland. In most cases, giving free education enhancing access by all the people in the country. Free and quality education is the target for any education system that targets to emerge the best in the global arena. This contributes to the fact the fact that Finland’s education system is necessary and ranked among the best in the entire world. It is surprising how it managed to overtake a superpower such as the United States of America (Florida, 2005). The issue of private and state schools has led to differences in perception of free resources. State schools in Finland are the reason food free to all Finnish children undertaking education in this country. Finland began this initiative in the past 60 years. So far, much success has been accredited to such excellent effort. It is an exemplary initiative that leads to better overall performance among the pupils. Students are more likely to learn well with a full stomach than when they are hungry (Florida, 2005). This is the prime target of such a good initiative in all state schools and even in private schools across Finland. On the other hand, England just gives free foods to children from low-income families. This is because they are more inclined to Private schools. Private schools focus on charging those who seek education high amounts, which are unaffordable to many average-earning human beings. This makes education quite expensive from the word go. When many people are unable to access quality education, country’s overall ranking would be altered negatively (Aho et al., 2006). Private schools have different kinds of exams based on their curriculum. In England, where it is more inclined to private schools, GCSE (General Certificate of Secondary Education) exams are carried out at the age of 16 years (Ostinelli, 2009). There are also other two national examinations that are done in the early stage at the age of 11 followed by others in the A-levels. On the other hand, Finland, which is inclined to state schools, there is only one national exam, which is taken up when the pupils are aged 18 years. This is when they are leaving upper school. It is called matriculation exams. However, in Finland, such reviews are initiated by the state while they give a guideline on what they would expect to be examined as per the specifications put in place (Clark, 1998). Independent schools, which are private schools in England, take part in various Scholarship programs that are geared towards availing education to a less fortunate families. One example of this is HMC (Hamad Medical Corporation) Projects Scholarship Scheme (Grek et al., 2009). On the other hand, in Finland, the state takes full control of funding of education even in private schools hence gearing towards providing free education to all pupils of all divides. This is an evidence of the better performance of education system in Finland as compared to England or other highly ranked countries. However, such independent schools are known for higher standards of education. The only difficulty is that they are charging high fees (Aho et al., 2006). Most of educationists and scholars both in England and Finland are advocating for cheaper quality education that would be instrumental in attaining various economic, political, and social target. Conclusion Finland has one of the successful school system based on its Educational Policies. This has made it an example to many aspiring countries who would like to perform better. This essay focused on private and state schools as an aspect of educational policy while comparing the situation in England. Finland is more inclined to state school because the state is at the forefront of funding and necessitating education. In this case, many resources are free hence making education achievable to people of all lifestyles. On the other hand, England values Independent schools that charge people high fees that lock away those who are willing but not able to pay such prices. References Aho, E., Pitkanen, K. and Sahlberg, P., 2006. Policy Development and Reform Principles of Basic and Secondary Education in Finland Since 1968. Education Working Paper Series. Number 2. Human Development Network Education. 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